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Fetal Alcohol Syndrome Essay - 1096 Words

Fetal Alcohol Syndrome (FAS) is a mental and physical birth defect. It occurs when a pregnant women consumes high levels of alcohol during her pregnancy. The effects of FAS can be traumatic in some cases, and in others children were slightly affected by exposure to alcohol. FAS has a wide range of effects on the fetus and infant, retarded growth, under developed facial features, slow cognitive development, and many more. The evidence of cases is overwhelming, yet in some societies it is still an on-going problem. I am going to cover the effects of FAS during the lifespan. 1. Infancy The effects of FAS have a wide range of defects on infancy, damaged neurons, brain structure, heart and lung development is affected in a lot of cases. There†¦show more content†¦In this span of time the effects of FAS are many different patterns of behavior. Including, lack of reasoning skills, do not learn from mistakes very often, irrational behavior, and no cause and effect thinking skills. Marks older brother James is 31 months old. Though the two of them showed many of the same behaviors and symptoms of FAS, James was older and had an entirely different attitude and problems. He also showed no language development, but did not show evidence of emotional reactions. Also he did not respond well to social approaches from children or adults. He had horrible sleeping habits, often waking up in the middle of the night and wondering around and playing with toys in the dark. Another problem he had was he would not eat at the table, also would eat food out of the trash and off dirty plates. At the same check-up that Mark had, James also showed dramatic improvement. Though small for his age, he tested at an IQ of 75. Very high for someone in the condition he was one year ago. He was potty-trained, all sleeping issues were seemingly gone, food patterns were normal. As they get older they are developing conduct issues at school. (Stratton pages 56-58) 3. Adolescence The amount of research pointing out the severe effects of FAS on the adolescent life is overwhelming. Social anxiety, depression, behavioral issues, and many other problems are associated with FAS and the adolescent brain. I am going toShow MoreRelatedFetal Alcohol Syndrome942 Words   |  4 Pages Fetal Alcohol Syndrome According to Seaver, Fetal Alcohol Syndrome (FAS) is birth defects causing learning, and behavioral problems in individuals whose mothers drank alcohol during pregnancy. This disorder is very serious, yet it is recognized as one of the most preventable. This causes major issues, when something so serious could be prevented but is not. Fetal Alcohol Syndrome is a problem because it leaves a permanent effect on the unborn child, but some solutions could be educating women andRead MoreFetal Alcohol Syndrome1466 Words   |  6 PagesFetal Alcohol Syndrome â€Å"If women didn’t drink anymore during pregnancy, there would never be another baby born with Fetal Alcohol Syndrome or Fetal Alcohol Effect† (McCuen 33). This is a very powerful statement. It is also a very simple cure for an alarmingly high birth defect that all women have the power to stop. â€Å"Every year more than 40,000 American children are born with defects because their mother drank alcohol while pregnant â€Å" (McCuen 34). That is 1 to 3 per 1,000 live birthsRead MoreThe Disorder Of Fetal Alcohol Syndrome1018 Words   |  5 Pagesthe the disorder Fetal Alcohol Syndrome .This paper will aim to discuss what the disorder is ,it s history how it is diagnosed and the treatment and prevention of this disorder. Taking a sip a int hip Introduction :Behold, thou shalt conceive, and bear a son; and now drink no wine nor strong drink, neither eat any unclean thing(Bible-Judges 13:7).It has been known throughout history that the effects of alcohol use in pregnancyRead MoreEssay on Fetal Alcohol Syndrome1390 Words   |  6 Pageslead to many severe abnormalities in the growing fetus. More specifically, a disorder that will be explored in this essay is Fetal Alcohol Syndrome (FAS); caused by alcohol consumption during pregnancy. Since the alcohol is consumed in such a developing stage of the fetus, it can potentially cause many different complications in the unborn child. Fetal Alcohol Syndrome could easily be prevented with more awareness to the issue and its defining characteristics, how it affects the fetus during growthRead MoreFetal Alcohol Syndrome Essay1707 Words   |  7 Pagesof prenatal alcohol exposure (Lupton, 2003). This number will only continue to grow if the risk of drinking alcohol while pregnant i s not brought to the people’s attention. When the mother takes a drink of alcohol, so does the fetus, which will cause physical and behavioral problems after birth. Fetal Alcohol Syndrome (FAS) is completely preventable and irreversible. FAS awareness and prevention is important; expectant mothers need to know the background information about the syndrome, some commonRead MoreFetal Alcohol Syndrome Essay1699 Words   |  7 PagesFetal Alcohol Syndrome Fetal Alcohol Syndrome (FAS) is a condition affecting children born to women who drink heavily during pregnancy. There are three criteria used to describe the effects of prenatal alcohol exposure and to make a diagnosis of FAS. The first of these is a pattern of facial anomalies, these features include: #61558; Small eye openings #61558; Flat cheekbones #61558; Flattened groove between nose and upper lip #61558; Thin upper lip These characteristicsRead MoreFetal Alcohol Syndrome Essay1522 Words   |  7 PagesFetal Alcohol Syndrome (FAS) is a disorder that can happen to children whose mothers drank sufficient amounts of alcohol sometime throughout their pregnancy. Fetal Alcohol Syndrome is a condition classified in a group called Fetal Alcohol Spectrum Disorders, and is the most known and severe of the group. FAS, depending on the factors such as location, population and race studied is considered one of the leading known causes of mental retardation and birth defects, with 0.2 – 1.5 out of every 1Read MoreEssay on Fetal Alcohol Syndrome2703 Words   |  11 PagesFetal Alcohol Syndrome Fetal Alcohol Syndrome (FAS) is a pattern of mental, physical, and behavioral defects that may develop in the unborn child when its mother drinks during pregnancy. These defects occur primarily during the first trimester when the teratogenic effects of the alcohol have the greatest effect on the developing organs. The symptoms associated with FAS have been observed for many centuries, but it was not until 1968 that Lemoine and his associates formally described theseRead MoreFetal Alcohol Syndrome Essay1100 Words   |  5 Pagesyou want your child to have FAS? Read on and I believe you will come to the same conclusion as I have about FAS. FAS doesn’t sound so bad, but in reality it is. FAS means Fetal Alcohol Syndrome. FAS is a combination of physical and mental defects first evident at a baby’s birth. FAS is a direct result of a woman drinking alcohol during pregnancy. These defects continue through out the child’s life. One in five hundred children are born with FAS. Your baby is at risk no matter how much liquor youRead MoreFetal Alcohol Syndrome Essay1727 Words   |  7 PagesFetal Alcohol Syndrome Fetal Alcohol Syndrome is an increasing problem in our world today. At least 5,000 infants are born each year with FAS, or about one out of every 750 live births, which is an alarming number. In the United States there has been a significant increase in the rate of infants born with FAS form 1 per 10,000 births in 1979 to 6.7 per 10,000 in 1993 (Chang, Wilikins-Haug, Berman, Goetz 1). In a report, Substance Abuse and the American Woman, sent out by the Center on Addiction

Learning Styles (3167 words) Essay Example For Students

Learning Styles (3167 words) Essay Learning StylesLearning Styles Throughout our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. We can attribute this to our learning style. A persons learning style is the method through which they gain information about their environment. Research is going on all over the world to help explain learning styles. As teachers, it is our responsibility to learn about these different learning styles so that we can appeal to every type of learner in our classrooms. Howard Gardner has elaborated on the concept of learning style through what he calls ?multiple intelligences? (Gardner 3). Understanding these intelligences will help us to design our classrooms and curriculum in a way that will appeal to all of our students. We may even be able to curb negative behavior by reaching students in a different way. If we implement activities that call upon the use of all these ?intelligences? (Gardner 2) we will get the best out of all of our students (Santrock 311). Their grades will improve and they will retain more information for a longer period of time. Learning styles can also help us to determine possible career paths so that we can help to steer children in the right direction. Discovering our own learning styles can potentially maximize our own information processing and teaching techniques. Howard Gardner is a professor at Harvard who has studied the idea of intelligence in a way that links research and personal experience (Traub 1). He began speaking about ?multiple intelligences? in 1983. Since then, he has won a MacArthur ?genius? grant, he has written books which have been translated into twenty languages, and he gives about seventy-five speeches a year (Truab 1). His ideas have been backed and popularized by many groups seeking to reform the current educational system. The idea is that we know a child who scores well on tests is smart, but that doesnt mean a child who does not score well is not getting the information or is incapable of getting it (Traub1). Gardners goal is to turn what we normally think of as intelligence into a mere aspect of a much wider range of aptitudes (Traub 1). Most of us believe that doing well in school requires a certain amount of intelligence. School work usually focuses on only two avenues of intelligence. Traditional teaching focuses on verbal and mathematical skills. A person who is weak in both of these will probably do poorly in school. Gardner suggests that their is eight different aptitudes or ?intelligences? (Gardner 3). Each individual has the ?eight intelligences? in various amounts. Our strengths and weaknesses in the ?intelligences? influence how we learn (Gardner 5). They may even affect how successful we are in life. ?Verbal- linguistic? is the first of Gardners proposed ?intelligences? (Gardner). A linguistic learner thinks in words. This person uses language to express and understand meaning (Gardner 24) Linguistic learners are sensitive to the meaning of words, their order, and their inflection (Gardner 24) This type of person uses writing to express themselves, often through poetry, stories, and letters. ?Verbal linguistic? (Gardner 24) learners are usually very skilled readers. Speaking is another strength that they possess. Oral communication is used often for persuasion and memorization (Gardner 133). They are often eloquent speakers and have wonderfully developed auditory skills. This type of intelligence tends to pick up foreign languages with ease. Identifying a ?verbal linguistic? (Gardner 24) learner in your classroom is not difficult. Because of their talents at expressing themselves their class work will stand out. They tend to do well at expressing themselves through writing. The will often speak their mind and can easily explain an event that happened through words, both speaking and writing. Planning lessons that appeal to the ?verbal linguistic? (Gardner 24) learner is very easy. The traditional curriculum appeals best to this kind of learner. They are very good at reading and writing which is already the main method of teaching in most classrooms. Some activities that appeal to this kind of learner are storytelling, writing essays, joking, debating, story problems, and crossword searches. These activities will allow the student to use words to learn material and express what they have learned through words. The ?visual spatial intelligence? has the ability to think in pictures (Gardner 65). They perceive the visual world accurately and are able to think in three dimensional terms. According to Gardner visual learners can easily recreate something that they have seen (Gardner 67). Art is usually a strong area for a student who learns this way. Constructing things is another activity that come easily to this type of learner. They have a knack for turning ideas into concrete examples (Gardner 67). An example of this type of student is some one who can bring an architectural design from their minds to paper and then into a model. A person strong in this type of ?intelligence? (Gardner 133) has a keen awareness between space and objects. The student who learns best visually will most often sit near the front of the class. They need to see the teachers body language and facial expressions to fully understand the content of a lesson. This type of learner learns best from visual display. Diagrams, illustrated text books, videos, flipcharts, and handouts are crucial to the learning of this type of ?intelligence? (Gardner 24) . Activities that this type of learner will excel at include: creating collages and posters, storyboarding, painting, and photographing. People who are strong in the ?visual spatial?(Gardner 17) type of intelligence are indispensable when it comes to professions. We rely on them to be aware of the big picture with the knowledge that each element relies on another. They seem to have an instinctual awareness of what is going on around them and are wonderful navigators, mechanics, engineers, architects, interior designers, and inventors. ?Body kinesthetic? (Gardner 88) learners have the ability to control body movements and handle objects skillfully (Gardner 88). These learners express themselves through movement. They have a good sense of balance and hand eye coordination. Interacting with the space around them is the way that the ?body kinesthetic?(Gardner 144) learner processes information. This learning style involves a sense of timing and coordination. Michael Jordan, for example would most likely have a well developed ?body kinesthetic intelligence? (Gardner 144). His ability to move quickly across a basketball court, while dribbling a ball, with a roaring crowd, while processing the whereabouts of five opponents and four teammates shows that there is a specific intelligence in his movement and perception of the basketball courts layout (Santrock 292). The Atomic Bomb in World War II Essay The ?naturalist? (Gardner 150) has an understanding of the natural world. This persons interest and understanding lies in plants, animals, and scientific studies (Gardner 155). They are able to recognize and classify individuals, species, and ecological relationships (Gardner 155). Interacting with living creatures comes easily to the naturalist. Gardner says that these types of learners have a certain skill for understanding animal behavior, their needs, and characteristics. The ?naturalist intelligence? (Gardner 156) will tend to have a green thumb and are able to grow plants with ease. In the classroom the ?naturalist learner? (Gardner 156) will often be an observer. They will enjoy field trips to places like the zoo and to farms. They will often have collections of insects and rocks which they could share with the class. They will benefit from activities such as collecting leaves, growing plants, doing experiments, and participating in field studies. Cooking and home economic related activities can also be a strength for the ?naturalist? (Gardner 156). One of the first interventions that can be used by the classroom teacher to accommodate individual learning style of students is changes in the classroom design. Many classrooms are formal in design with all students facing frontin rows. ..in desks. For the students whose preference is informal this often is a hindrance to learning. Offering optional seating in groups, pairs, and on couches can accommodate individual learning preferences and increase student success. Gardner believes that each of the intelligences can be destroyed by brain damage. According to Traubs article, Gardner studied brain damaged patients at Bostons Veterans Administration Hospital (Traub2). He found that patients who had profound damage to a main intellectual function, leaving them barely able to speak, could still recognize a metaphor or even tell a joke (Traub 2). I recently saw a news segment on the actor Dudley Moore who has a disease that is deteriorating his brain. He reported that he can no longer play the piano: ?I can not bring the sounds from my head out through the piano? (ABC News). This is perhaps an example of how brain damage or neurological diseases can affect intelligence. Each of the intelligences involve unique cognitive skills and shows up in exaggerated fashion in both the gifted and idiot savants (Gardner 168). Studies are being done concerning autism and learning styles. It appears that people with autism are more likely to rely on only one style of learning. Having worked with autistic children, I am able to say that each autistic child has his or her own way of interacting with the world. This can easily be translated into their primary learning style and can be very helpful for those who work with autistic children. By observing the autistic person, one may be able to determine his or her primary learning style. For example , if an autistic child enjoys looking at books, watching television, and tends to look carefully at people and objects, then he or she may be a visual learner (Santrock 433). Once a persons learning style is determined, then relying on this modality to teach can greatly increase the likelihood that the person will learn and possibly communicate. Some people have problems with Gardners theories about intelligence (Traub 3). Many say that there is no concrete research behind Gardners ideas (Traub 5). The problem may lie in the term ?intelligence? (Traub 3). Intelligence is not often viewed as a concept, but as a measurement, a term of value. (Traub 3). Gardner says that his use of the word ?intelligence? (Traub 3) is intentional. He chose to challenge the traditional view of the concept of intelligence. There are many different avenues available to help people discover their own learning style and assess their intelligence. Mainly there are questionnaires to help assess the way that people process information. Looking through a few of the assessment which can be found easily online, I found that they are pretty standard. They call for you to check statements that you find are true about yourself. These statements are then put into their appropriate ?intelligence? (Traub 3) category. The category with the most true statements is ranked as your strongest intelligence. Each of the other intelligences are put in order accordingly. As teachers, we can quickly assess our students at the beginning of the school year by performing a similar inventory. We can take the statements and re word them so that they appeal to a younger audience. We can also assign activities and let our children choose how they are going to present them. A fun activity that is often used is ?What I did over summer vacation?. The children are asked to present what they did over summer vacation. They are able to present this any way they like and are given suggestions such as ?Write a song about your summer vacation? for the musical learner; ?perform a skit about your Summer vacation? for the ?body kinesthetic? (Gardner 12) learner; and ?tell us what you learned about yourself over your Summer vacation? for the intrapersonal learner. Getting to know the learning styles of the children in your classroom at the beginning of the year will help you to plan your curriculum effectively for the rest of the year. Knowing about learning styles and multiple intelligence is helpful for everyone, especially for people with learning disabilities and attention deficit disorder. Although there is not concrete research to back up Gardners theories; we know that using learning styles in the classrooms is working. Knowing your own learning style and the learning styles of your students will help to develop coping strategies, compensate for weaknesses, and capitalize strengths. It is every teachers duty to make the learning process a pleasurable one for all students; becoming familiar with the different learning styles will help us to do just that. BibliographyGardner, Howard. Frames of Mind. New York: Basic Books, 1988 Santrock, John. Child Development. McGraw-Hill, 1998 Special Report on Dudley Moore. Channel Seven News, ABC Network. Nov. 1999 Traub, James. ?Multiple Intelligence Disorder?. The New Republic (1998). 5 pgs. 24 November 1999Psychology

Law, Courts, and Policy Essay Sample free essay sample

The sociological literature sees that the ability of the jurisprudence to bring forth societal alteration is a job. If a jurisprudence is enacted or a tribunal determination is rendered. it is likely that certain alterations will follow. but the grade of alteration is trusting on certain prevalent fortunes. A big figure of factors influence alteration and a figure of factors other than the jurisprudence may hold an consequence on alteration in a peculiar country. which means that the cause and consequence relationship between the jurisprudence and alteration is really hard to place. Some of these factors are related to the prevailing morality and values in society. Some criminologists have been critical of the overreach of the jurisprudence and have favored the decriminalisation or remotion of condemnable countenances. of alleged victimless offenses such as chancing or drug usage. But for some this sort of noninterventionist scheme like decriminalisation is really controversial and r aises really complex issues in society. We will write a custom essay sample on Law, Courts, and Policy Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Morality and values affect the manner or life of jurisprudence in societal alteration. Obviously. society could non be without accepting certain basic values. rules. and criterions. On certain issues such as force. truth. single autonomy. and human self-respect is a shared morality and is indispensable. This does non intend that all the values in our shared morality are basic and indispensable. or that diminution in one’s value enchantments decline in all the remainder. Not all our values are indispensable. In general. when the jurisprudence is used as an implement of societal alteration. it needs the support of society. An obvious restriction of the jurisprudence in societal alteration appears when it tries to cover with what is called moral issues in society. Laws forbiding criminal conversation. for illustration. have existed for centuries. but criminal conversation remains favourable in the United States and globally. Or like the jurisprudence covering with homosexualism a nd harlotry have been by and large uneffective. The good known failure of the prohibition of intoxicant through constitutional amendment and statute law to bring forth a dry society or to maintain most people from imbibing is another illustration of the restriction of the jurisprudence to convey about societal alteration in public ethical motives. Some critics believe that drugs should be either legalize or legalized. Decriminalization would cut down the punishments for ownership of little measures of drugs to approximately the equivalent of a traffic offense. while at the same time keeping stiff punishments for ownership of larger measures every bit good as for turning. fabrication. and selling drugs. Legalization. on the other manus. would put up a government-regulated system that is comparable to the 1 that is used for intoxicant. Many dispute the impression that drugs represent a societal job that makes us take between criminalisation and decriminalisation. They contend that the legal position of each drug should be determined on a instance by instance footing. The injury caused by a drug jurisprudence should non be worse than the injury caused by the drug itself. And drug policy should concentrate on the bar of drug related offense. serious hurt and decease from drug usage. Many believe. and so make I. that the jurisprudence should cover merely with what can be gained on dependable grounds and with Acts of the Apostless that can be exactly defined and chiefly with discernible Acts of the Apostless and the jurisprudence must esteem privateness. Laws are more likely to convey about alterations in what may be called external behaviour. Changes in external behaviour are after a piece normally followed by alterations in value. ethical motives. and attitudes. the fact is that alteration in attitude is merely a portion of the image and does non do it any less of a alteration though. Law is limited to the ordinance of single behaviour. and it can non be used to change attitudes. values and morality. But on the other side of the fencing there is grounds to propose that the power of jurisprudence to alter attitudes and values can go on. Just one illustration given was integration in state of affairss like lodging undertakings and employment that was enforced by t he jurisprudence lessened bias. The jurisprudence was made to alter behaviour and alteration attitude. But one should observe that opposition to alter in race dealingss is still widespread and Torahs are slow in altering this. But the jurisprudence can alter morality and values merely under some conditions and those conditions need to be specified. There is still much to be learned about when and under what conditions the jurisprudence can non merely codify bing imposts. ethical motives or mores. but besides modify the behaviour and values that exist in a certain society. In altering attempts through the jurisprudence. the bulk and strength of the moral feelings and values of society demands to be taken into history. It is a argument whether conflicting involvements could truly be used as indicating to a serious restriction of the jurisprudence as a tool for alteration. The power of certain involvement groups is valid. but the existent make-up of alteration through jurisprudence would in any instance be the bulk of the population. The engagement of a big part of the population. even in a democratic society. to contend for legal alteration is rare. But deficiency of engagement doesn’t average deficie ncy of representation. In the United States and most parts of Europe. people have entree to lawgivers and their beliefs for alteration through the jurisprudence are frequently realized. Mention: Klein. Mitchell S. G. ( 1984 ) .Law. Courts. and Policy.Englewood Cliffs. N. J. : Prentice- Hall.